| 青少年学业成绩、攻击行为与受欢迎程度的关系:一项交叉滞后研究 |
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| 引用本文： | 任萍,宋子婧,孟晓哲,秦幸娜,张云运. 青少年学业成绩、攻击行为与受欢迎程度的关系:一项交叉滞后研究[J]. 心理发展与教育, 2021, 37(5): 710-718. DOI: 10.16187/j.cnki.issn1001-4918.2021.05.12 |
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| 作者姓名： | 任萍 宋子婧 孟晓哲 秦幸娜 张云运 |
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| 作者单位： | 1. 北京师范大学中国基础教育质量监测协同创新中心, 北京 100875;2. 荷兰格罗宁根大学社会学系, 格罗宁根 9712TS, 荷兰 |
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| 基金项目： | 北京市社会科学基金项目“北京市中小学校园欺凌筛查指标与关键影响因素预警研究”（18JYB012）。 |
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| 摘 要： | 我国高度重视教育问题，学业被家庭和社会投入了大量的关注，构成了青少年学生时代的主要旋律。学业成绩不仅可以影响青少年的社会性发展，也会被社会性发展所影响。本研究采用交叉滞后设计，通过同伴提名和标准化考试对1283名初中生（Mage=13.43岁，SD=0.65岁，47.7%为女生）进行了为期一年的追踪研究，考察学业成绩和社会性发展（受欢迎程度、攻击行为）之间的相互预测关系。结果表明：（1）T1~T2时间段，学业成绩显著正向预测受欢迎程度；（2）T1~T3时间段，男生学业成绩均显著负向预测随后的攻击行为，但这一关系对于女生而言仅在T1~T2时间段显著，并且在该时间段男生的预测作用强于女生；（3）T1~T2时间段，受欢迎程度显著正向预测学业成绩，但预测强度弱于同时期学业成绩对于受欢迎程度的预测。本研究结果表明，青少年学业成绩、攻击行为与受欢迎程度之间存在着复杂的相互作用，并且这一作用随着性别以及时间的变化有所不同。研究结果对于促进青少年个体发展具有重要的意义。
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| 关 键 词： | 青少年 受欢迎程度 学业成绩 攻击行为 交叉滞后 |
The Relationship between Academic Achievement,Popularity and Aggressive Behavior of Adolescents: A Cross-lagged Analysis |
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| REN Ping,SONG Zijing,MENG Xiaozhe,QIN Xingna,ZHANG Yunyun. The Relationship between Academic Achievement,Popularity and Aggressive Behavior of Adolescents: A Cross-lagged Analysis[J]. Psychological Development and Education, 2021, 37(5): 710-718. DOI: 10.16187/j.cnki.issn1001-4918.2021.05.12 |
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| Authors: | REN Ping SONG Zijing MENG Xiaozhe QIN Xingna ZHANG Yunyun |
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| Affiliation: | 1. Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875;2. Department of Sociology, University of Groningen, Groningen 9712TS, The Netherlands |
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| Abstract: | China attaches great importance to the education of teenagers, and their studies have been paid a lot of attention by the family and the society, which has formed the main melody of their life. Academic achievement not only influences social development, but is also influenced by them. The current study aimed to explore the relationship of academic achievement, popularity, and aggressive behavior among 1283 junior high school students (Mage=13.43 years old, SD=0.65 years old, 47.7% were girls). Peer nomination and standardized test were used through the cross-lagged design of one-year longitudinal survey. The results showed that:(1) T1~T2, academic achievement mutually positively predicted popularity; (2) T1~T3, academic achievement negatively predicted later aggressive behavior among boys, but only significant among girls from T1 to T2, and during that time, boys had a stronger predictive effect than girls; (3) T1~T2, there were positive bidirectional relationships between academic achievement and popularity, but the coefficient was smaller when popularity predicted academic achievement. The results of this study revealed that there was a complex interaction between adolescents' academic achievement, popularity and aggressive behavior, and this effect varied with gender and time. The results show important significance for the promotion of individual development of adolescents. |
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| Keywords: | adolescents popularity academic achievement aggressive behavior cross-lagged analysis |
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